21 Lessons for the 21st Century Yuval Noah Harari

Courtesy and © Marc Quinn studio

Teacher Resource Pack KS5 Careers Education and Guidance Sapiens showed us where we came from. Homo Deus looked to the future. 21 Lessons for the 21st Century explores the present.

HOW CAN WE PROTECT OURSELVES FROM NUCLEAR WAR, ECOLOGICAL CATACLYSMS AND TECHNOLOGICAL DISRUPTIONS? WHAT CAN WE DO ABOUT THE EPIDEMIC OF FAKE NEWS OR THE THREAT OF TERRORISM? WHAT SHOULD WE TEACH OUR CHILDREN?

Yuval Noah Harari takes us on a thrilling journey through today’s most urgent issues. The golden thread running through his exhilarating new book is the challenge of maintaining our collective and

individual focus in the face of constant and disorienting change as Courtesy and © Marc Quinn studio well as information overload. Are we still capable of understanding the world we have created?

Prof. Yuval Noah Harari has a PhD in History from the University of Oxford and now lectures at the Hebrew University of Jerusalem, specialising in world history. His fi rst two books,Sapiens : A Brief History of Humankind and Homo Deus: A Brief History of Tomorrow, have become global bestsellers, with more than 12 million copies sold, and translations in more than 45 languages.

21 Lessons for the 21st Century 2 Teacher Resource Pack | KS5 Careers Education and Guidance Welcome to the KS5 teacher resource pack for 21 Lessons for the 21st Century by Yuval Noah Harari.

PURPOSE OF THE PACK

These activities are designed to help KS5 students consider the swiftly changing nature of the UK’s job market, and to evaluate what skills and knowledge will best equip them for success in the future. The activities can be run as individual short sessions or as a single 60-minute careers-focused lesson, depending on your lesson structure, and should complement your school or college’s programme of integrated careers education and guidance.

LEARNING OUTCOMES

The learning outcomes for the activities in this pack have been identified based on the documents Careers guidance: Guidance for further education colleges and sixth form colleges (February 2018) and CDI Framework for careers, employability and enterprise education (March 2018)

AREA OF LEARNING BE ABLE TO Self-awareness Assess how you are changing and be able to match your skills, interests and values to requirements and opportunities in learning and work.

Exploring careers and career Reflect on changing career processes and development structures and their possible effects on your experience and management of your own career development.

Investigating work and working life Discuss the personal, social, economic and environmental impacts of different kinds of work and working life in the context of your own thinking about career satisfaction.

21 Lessons for the 21st Century 3 Teacher Resource Pack | KS5 Careers Education and Guidance Activity 1: Evergreen or out of date?

INTRODUCTION

The only thing that we can be completely sure of when considering the 21st century is change. This means that, in education or training, we are learning and developing skills that we hope will be relevant in the future – but are we learning the right things?

THE ACTIVITY

Look at the skill below, and arrange them into a diamond with the most useful at the top and the least useful at the bottom. Be prepared to explain your reasoning, including what current and future careers they might support.

When deciding your order and reasoning, bear in mind:

• Is it something that could be done • Is it linked more to creative accurately by a computer or robot, problem-solving, or a methodical without a human to oversee it? step-by-step process? • Is it linked to an industry or career • Could it be used in a range of in decline? jobs or situations?

DEVELOPING LEARNING LEARNING TO WRITING REMEMBERING THE REUSABLE A FOREIGN DISTINGUISH COMPUTER LOCATIONS MATERIALS LANGUAGE MEDIA BIAS CODE OF COUNTRIES

IDENTIFYING TREATING LEARNING UNDERSTANDING AUDIENCES MENTAL A MUSICAL HOW TO MANAGE FOR NEW ILLNESSES INSTRUMENT FINANCES PRODUCTS

SUMMING UP What order did you decide on and why? How do these skills compare to what most young people in the UK are learning at school or in college? If you were to update our current curriculum what changes would you recommend in order to give today’s teenagers the best opportunities in the 21st century?

21 Lessons for the 21st Century 4 Teacher Resource Pack | KS5 Careers Education and Guidance Activity 2: Problems and solutions

INTRODUCTION Recently, a section of Yuval Noah Harari’s new book, 21 Lessons for the 21st Century, was published in Wired magazine, reproduced in this pack. In the extract, divided into three sections – 1. Change is the only constant 2. The heat is on 3. And hacking humans – Harari suggests that the best skill to teach young people is reinvention, and reveals what he believes 2050 has in store for humankind.

Credit: Britt Spencer

21 Lessons for the 21st Century 5 Teacher Resource Pack | KS5 Careers Education and Guidance Activity 2: Problems and solutions

THE ACTIVITY In a small group read through the section that you have been allocated. Either as a large poster, or on a slide, prepare a short presentation to answer these questions about your section:

• What are Harari’s key arguments? • As a group, do you agree with the What potential problems does he problems Harari picks out and the identify, and what examples does he possible solutions that he presents? give to illustrate them? Why do you agree or disagree? • What solutions or advice does he • What real-life examples from your suggest to address these problems? experience can you give to support or disapprove Harari’s argument? Are there any additional solutions that you would suggest?

When creating your presentation, make sure:

• It will not take longer than five minutes to present to the other groups • Everyone in the group contributes in some way

SUMMING UP Listen to each group’s presentation in turn. Which group do you feel presented the ideas from their section most clearly? Are there any issues around skills, learning and the changing job market of which you are now more aware? What questions do you still need to answer regarding your own skills and the UK job market?

21 Lessons for the 21st Century 6 Teacher Resource Pack | KS5 Careers Education and Guidance Yuval Noah Harari on what the year 2050 has in store for humankind

PART ONE: CHANGE IS THE ONLY CONSTANT Humankind is facing unprecedented revolutions, women, life expectancy would still be about 40, all our old stories are crumbling and no new and the human body would be exactly the same. story has so far emerged to replace them. How Hence in 1018, poor Chinese parents taught can we prepare ourselves and our children for a their children how to plant rice or weave silk, world of such unprecedented transformations and wealthier parents taught their boys how to and radical uncertainties? A baby born today will read the Confucian classics, write calligraphy or be thirty-something in 2050. If all goes well, that fi ght on horseback – and taught their girls to be baby will still be around in 2100, and might even modest and obedient housewives. It was obvious be an active citizen of the 22nd century. What these skills would still be needed in 1050. should we teach that baby that will help him or In contrast, today we have no idea how China her survive and fl ourish in the world of 2050 or or the rest of the world will look in 2050. We of the 22nd century? What kind of skills will he don’t know what people will do for a living, or she need in order to get a job, understand we don’t know how armies or bureaucracies what is happening around them and navigate the will function, and we don’t know what gender maze of life? relations will be like. Some people will probably Unfortunately, since nobody knows how the live much longer than today, and the human world will look in 2050 – not to mention 2100 body itself might undergo an unprecedented – we don’t know the answer to these questions. revolution thanks to bioengineering and direct Of course, humans have never been able to brain-computer interfaces. Much of what kids predict the future with accuracy. But today it is learn today will likely be irrelevant by 2050. more diffi cult than ever before, because once technology enables us to engineer bodies, brains and minds, we can no longer be certain about anything – including things that previously seemed fi xed and eternal. A thousand years ago, in 1018, there were many things people didn’t know about the future, but they were nevertheless convinced that the basic features of human society were not going to change. If you lived in China in 1018, you knew that by 1050 the Song Empire might collapse, the Khitans might invade from the north, and plagues might kill millions. However, it was clear to you that even in 1050 most people would still work as farmers and weavers, rulers would still rely on humans to staff their armies and bureaucracies, men would still dominate Credit: Britt Spencer

21 Lessons for the 21st Century 7 Teacher Resource Pack | KS5 Careers Education and Guidance Yuval Noah Harari on what the year 2050 has in store for humankind

PART ONE: CHANGE IS THE ONLY CONSTANT At present, too many schools focus on cramming to focus, and when politics or science look too information. In the past this made sense, because complicated it is tempting to switch to funny cat information was scarce, and even the slow trickle videos, celebrity gossip or porn. of existing information was repeatedly blocked by In such a world, the last thing a teacher needs to censorship. If you lived, say, in a small provincial give her pupils is more information. They already town in Mexico in 1800, it was difficult for you have far too much of it. Instead, people need the to know much about the wider world. There ability to make sense of information, to tell the was no radio, television, daily newspapers or difference between what is important and what public libraries. Even if you were literate and had is unimportant, and above all to combine many access to a private library, there was not much to bits of information into a broad picture of the read other than novels and religious tracts. The world. Spanish Empire heavily censored all texts printed locally, and allowed only a dribble of vetted In truth, this has been the ideal of western liberal publications to be imported from outside. Much education for centuries, but up till now even the same was true if you lived in some provincial many western schools have been rather slack town in Russia, India, Turkey or China. When in fulfilling it. Teachers allowed themselves to modern schools came along, teaching every focus on shoving data while encouraging pupils child to read and write and imparting the basic ‘to think for themselves’. Due to their fear of facts of geography, history and biology, they authoritarianism, liberal schools had a particular represented an immense improvement. horror of grand narratives. They assumed that as long as we give students lots of data and a In contrast, in the 21st century we are flooded modicum of freedom, the students will create by enormous amounts of information, and even their own picture of the world, and even if this the censors don’t try to block it. Instead, they are generation fails to synthesise all the data into busy spreading misinformation or distracting us a coherent and meaningful story of the world, with irrelevancies. If you live in some provincial there will be plenty of time to construct a good Mexican town and you have a smartphone, you synthesis in the future. We have now run out of can spend many lifetimes just reading Wikipedia, time. The decisions we will take in the next few watching TED talks, and taking free online decades will shape the future of life itself, and courses. No government can hope to conceal we can take these decisions based only on our all the information it doesn’t like. On the other present world view. If this generation lacks a hand, it is alarmingly easy to inundate the public comprehensive view of the cosmos, the future of with conflicting reports and red herrings. People life will be decided at random. all over the world are but a click away from the latest accounts of the bombardment of Aleppo or of melting ice caps in the Arctic, but there are so many contradictory accounts that it is hard to know what to believe. Besides, countless other things are just a click away, making it difficult

21 Lessons for the 21st Century 8 Teacher Resource Pack | KS5 Careers Education and Guidance Yuval Noah Harari on what the year 2050 has in store for humankind

PART TWO: THE HEAT IS ON Besides information, most schools also In 1848, millions of people were losing their jobs focus too much on providing pupils with a on village farms, and were going to the big cities set of predetermined skills such as solving to work in factories. But upon reaching the big differential equations, writing computer code city, they were unlikely to change their gender or in C++, identifying chemicals in a test tube or to add a sixth sense. And if they found a job in conversing in Chinese. Yet since we have no idea some textile factory, they could expect to remain how the world and the job market will look in in that profession for the rest of their working 2050, we don’t really know what particular skills lives. people will need. We might invest a lot of effort By 2048, people might have to cope with teaching kids how to write in C++ or how to migrations to cyberspace, with fluid gender speak Chinese, only to discover that by 2050 identities, and with new sensory experiences AI can code software far better than humans, generated by computer implants. If they find both and a new Google Translate app enables you work and meaning in designing up-to-the-minute to conduct a conversation in almost flawless fashions for a 3D virtual-reality game, within a Mandarin, Cantonese or Hakka, even though decade not just this particular profession, but you only know how to say ‘Ni hao’. all jobs demanding this level of artistic creation So what should we be teaching? Many might be taken over by AI. So at 25, you introduce pedagogical experts argue that schools should yourself on a dating site as ‘a twenty-five-year- switch to teaching ‘the four Cs’ – critical thinking, old heterosexual woman who lives in London communication, collaboration and creativity. and works in a fashion shop.’ At 35, you say you More broadly, schools should downplay technical are ‘a gender-non-specific person undergoing skills and emphasise general-purpose life skills. age-adjustment, whose neocortical activity takes Most important of all will be the ability to deal place mainly in the NewCosmos virtual world, with change, to learn new things and to preserve and whose life mission is to go where no fashion your mental balance in unfamiliar situations. In designer has gone before’. At 45, both dating order to keep up with the world of 2050, you and self-definitions are so passé. You just wait for will need not merely to invent new ideas and an algorithm to find (or create) the perfect match products – you will above all need to reinvent for you. As for drawing meaning from the art of yourself again and again. fashion design, you are so irrevocably outclassed For as the pace of change increases, not just the by the algorithms, that looking at your crowning economy, but the very meaning of ‘being human’ achievements from the previous decade fills you is likely to mutate. In 1848, the Communist with embarrassment rather than pride. And at 45, Manifesto declared that ‘all that is solid melts into you still have many decades of radical change air’. Marx and Engels, however, were thinking ahead of you. mainly about social and economic structures. By Please don’t take this scenario literally. Nobody 2048, physical and cognitive structures will also can really predict the specific changes we will melt into air, or into a cloud of data bits. witness. Any particular scenario is likely to be

21 Lessons for the 21st Century 9 Teacher Resource Pack | KS5 Careers Education and Guidance Yuval Noah Harari on what the year 2050 has in store for humankind

PART TWO: THE HEAT IS ON far from the truth. If somebody describes to you world view, and built a stable identity. Even if at the world of the mid-21st century and it sounds 15 you spent most of your day working in the like science fi ction, it is probably false. But then family’s rice fi eld (rather than in a formal school), if somebody describes to you the world of the the most important thing you were doing was mid-21st century and it doesn’t sound like learning: how to cultivate rice, how to conduct science fi ction – it is certainly false. We cannot be negotiations with the greedy rice merchants from sure of the specifi cs, but change itself is the only the big city and how to resolve confl icts over land certainty. and water with the other villagers. In the second part of life you relied on your accumulated skills to navigate the world, earn a living, and contribute to society. Of course, even at 50 you continued to learn new things about rice, about merchants and about confl icts, but these were just small tweaks to well-honed abilities. By the middle of the 21st century, accelerating change plus longer lifespans will make this traditional model obsolete. Life will come apart at the seams, and there will be less and less continuity between different periods of life. ‘Who am I?’ will be a more urgent and complicated question than ever before. This is likely to involve immense levels of stress. For change is almost always stressful, and after a certain age most people just don’t like to change. When you are 15, your entire life is change. Your body is growing, your mind is developing, your relationships are deepening. Everything is in fl ux, and everything is new. You are busy inventing yourself. Most teenagers fi nd it frightening, but at the same time, also exciting. New vistas are Credit: Britt Spencer opening before you, and you have an entire Such profound change may well transform the world to conquer. By the time you are 50, you basic structure of life, making discontinuity its don’t want change, and most people have given most salient feature. From time immemorial, up on conquering the world. Been there, done life was divided into two complementary parts: that, got the T-shirt. You much prefer stability. You a period of learning followed by a period of have invested so much in your skills, your career, working. In the fi rst part of life you accumulated your identity and your world view that you don’t information, developed skills, constructed a

21 Lessons for the 21st Century 10 Teacher Resource Pack | KS5 Careers Education and Guidance Yuval Noah Harari on what the year 2050 has in store for humankind

PART TWO: THE HEAT IS ON want to start all over again. The harder you’ve can absorb and analyse it all? How to live in a worked on building something, the more difficult world where profound uncertainty is not a bug, it is to let go of it and make room for something but a feature? new. You might still cherish new experiences and To survive and flourish in such a world, you will minor adjustments, but most people in their fifties need a lot of mental flexibility and great reserves aren’t ready to overhaul the deep structures of of emotional balance. You will have to repeatedly their identity and personality. let go of some of what you know best, and feel at There are neurological reasons for this. Though home with the unknown. Unfortunately, teaching the adult brain is more flexible and volatile than kids to embrace the unknown and to keep their was once thought, it is still less malleable than mental balance is far more difficult than teaching the teenage brain. Reconnecting neurons and them an equation in physics or the causes of rewiring synapses is damned hard work. But in the First World War. You cannot learn resilience the 21st century, you can hardly afford stability. by reading a book or listening to a lecture. The If you try to hold on to some stable identity, job teachers themselves usually lack the mental or world view, you risk being left behind as the flexibility that the 21st century demands, for they world flies by you with a whooooosh. Given that themselves are the product of the old educational life expectancy is likely to increase, you might system. subsequently have to spend many decades The Industrial Revolution has bequeathed us as a clueless fossil. To stay relevant – not just the production-line theory of education. In the economically, but above all socially – you will middle of town there is a large concrete building need the ability to constantly learn and to reinvent divided into many identical rooms, each room yourself, certainly at a young age like 50. equipped with rows of desks and chairs. At the As strangeness becomes the new normal, your sound of a bell, you go to one of these rooms past experiences, as well as the past experiences together with 30 other kids who were all born of the whole of humanity, will become less reliable the same year as you. Every hour some grown- guides. Humans as individuals and humankind up walks in and starts talking. They are all paid as a whole will increasingly have to deal with to do so by the government. One of them tells things nobody ever encountered before, such as you about the shape of the Earth, another tells super-intelligent machines, engineered bodies, you about the human past, and a third tells you algorithms that can manipulate your emotions about the human body. It is easy to laugh at this with uncanny precision, rapid man-made model, and almost everybody agrees that no climate cataclysms, and the need to change matter its past achievements, it is now bankrupt. your profession every decade. What is the right But so far we haven’t created a viable alternative. thing to do when confronting a completely Certainly not a scaleable alternative that can be unprecedented situation? How should you act implemented in rural Mexico rather than just in when you are flooded by enormous amounts of upmarket California suburbs. information and there is absolutely no way you

21 Lessons for the 21st Century 11 Teacher Resource Pack | KS5 Careers Education and Guidance Yuval Noah Harari on what the year 2050 has in store for humankind

PART THREE: HACKING HUMANS

So the best advice I could give a 15-year-old control them? Should you rely on yourself, then? stuck in an outdated school somewhere in That sounds great on Sesame Street or in an old- Mexico, India or Alabama is: don’t rely on fashioned Disney film, but in real life it doesn’t the adults too much. Most of them mean work so well. Even Disney is coming to realise well, but they just don’t understand the it. Just like Inside Out’s Riley Andersen, most people hardly know themselves, and when they world. In the past, it was a relatively safe try to ‘listen to themselves’ they easily become bet to follow the adults, because they knew prey to external manipulations. The voice we hear the world quite well, and the world changed inside our heads was never trustworthy, because slowly. But the 21st century is going to it always reflected state propaganda, ideological be different. Due to the growing pace of brainwashing and commercial advertisement, change, you can never be certain whether not to mention biochemical bugs. what the adults are telling you is timeless wisdom or outdated bias. So on what can you rely instead? Technology? That’s an even riskier gamble. Technology can help you a lot, but if technology gains too much power over your life, you might become a hostage to its agenda. Thousands of years ago, humans invented agriculture, but this technology enriched just a tiny elite, while enslaving the majority of humans. Most people found themselves working from sunrise till sunset plucking weeds, carrying water buckets and harvesting corn under a blazing sun. It can happen to you too. Technology isn’t bad. If you know what you want Credit: Britt Spencer in life, technology can help you get it. But if you don’t know what you want in life, it will be all As biotechnology and machine learning improve, too easy for technology to shape your aims for it will become easier to manipulate people’s you and take control of your life. Especially as deepest emotions and desires, and it will technology gets better at understanding humans, become more dangerous than ever to just follow you might increasingly find yourself serving it, your heart. When Coca-Cola, Amazon, Baidu or instead of it serving you. Have you seen those the government knows how to pull the strings of zombies who roam the streets with their faces your heart and press the buttons of your brain, glued to their smartphones? Do you think they could you still tell the difference between your control the technology, or does the technology self and their marketing experts?

21 Lessons for the 21st Century 12 Teacher Resource Pack | KS5 Careers Education and Guidance Yuval Noah Harari on what the year 2050 has in store for humankind

PART THREE: HACKING HUMANS To succeed in such a daunting task, you will Of course, you might be perfectly happy ceding need to work very hard on getting to know your all authority to the algorithms and trusting them operating system better. To know what you are, to decide things for you and for the rest of the and what you want from life. This is, of course, world. If so, just relax and enjoy the ride. You don’t the oldest advice in the book: know thyself. For need to do anything about it. The algorithms will thousands of years, philosophers and prophets take care of everything. If, however, you want to have urged people to know themselves. But this retain some control of your personal existence advice was never more urgent than in the 21st and of the future of life, you have to run faster century, because unlike in the days of Laozi or than the algorithms, faster than Amazon and the Socrates, now you have serious competition. government, and get to know yourself before Coca-Cola, Amazon, Baidu and the government they do. To run fast, don’t take much luggage are all racing to hack you. Not your smartphone, with you. Leave all your illusions behind. They not your computer, and not your bank account – are very heavy. they are in a race to hack you, and your organic operating system. You might have heard that we are living in the era of hacking computers, but that’s hardly half the truth. In fact, we are living in the era of hacking humans. The algorithms are watching you right now. They are watching where you go, what you buy, who you meet. Soon they will monitor all your steps, all your breaths, all your heartbeats. They are relying on Big Data and machine learning to get to know you better and better. And once these algorithms know you better than you know yourself, they could control and manipulate you, and you won’t be able to do much about it. You will live in the matrix, or in The Truman Show. In the end, it’s a simple empirical matter: if the algorithms indeed understand what’s happening within you better than you understand it, authority will shift to them.

21 Lessons for the 21st Century 13 Teacher Resource Pack | KS5 Careers Education and Guidance Activity 3: Your career in the 21st century

INTRODUCTION The UK job market has changed rapidly over the last 10 – 15 years. Some major changes include:

• Growth of the ‘gig economy’ – multiple • Rise of the idea of the ‘side-hustle’, people working for a large company as an additional income stream over self-employed freelancers rather than evenings or weekends, alongside a as employees (e.g. Uber, Deliveroo) main full-time job • Decrease in ‘careers for life’ – more • Some high-profile companies are people switch between industries removing the requirement for degree rather than working for a single -level qualifications, in favour of focus company/organisation on relevant skills and experience • Fewer people attracted to public • An increasing number of manual sector jobs e.g. nursing, teaching, due low-skill and manufacturing jobs are to concerns about pay and conditions becoming automated and are now • Increase in jobs based in media, digital, carried out by robots entertainment and finance

21 Lessons for the 21st Century 14 Teacher Resource Pack | KS5 Careers Education and Guidance Activity 3: Your career in the 21st century

THE ACTIVITY Based on what you’ve learned about the changing job market in the UK, and the increasing importance of transferable skills, create a new version of your CV, with the following categories:

• Name, contact details • Interests: Include three interests • Relevant skills and experience: outside college or work experience, List these with the most recent including 1–2 sentences to explain experience first, including work what skills or relevant knowledge you experience, internships and any part gained from them time jobs, as well as any extracurricular • Qualifications: Include any exam results activities e.g. volunteering with a so far, plus any vocational qualifications charity, running a blog or YouTube or qualifications gained through your channel. Include 2–3 sentences to extracurricular activities or interests explain what skills or pieces of relevant knowledge you gained

You CV should take up no more than two A4 sides, font size 12, so make sure that anything you include is relevant, concise and demonstrates a range of skills that you can offer.

SUMMING UP Pair up and swap your CVs. Colour-code your partner’s CV to show:

• Areas which made them appear skilled or knowledgeable about a particular field • Areas which could be improved

Be ready to give specific feedback about what impressed you most and why, and how improvements could be made e.g. clarity of wording, specific examples, more detail.

21 Lessons for the 21st Century 15 Teacher Resource Pack | KS5 Careers Education and Guidance Extension tasks

INTRODUCTION You have considered the challenges of rapid technological change and automation, and their effects on the UK job market, but these changes are also happening worldwide, including in developing countries. For some people, these changes could result in a much better quality of life, but for others they may mean the disappearance of jobs and income. How would the changing job market look to someone in India, or Brazil?

THE ACTIVITY In a small group, discuss the following questions:

• Do you think some groups in British society will benefit more or less from the automation revolution? • Do you think different countries and/or areas of the world will benefit more of less?

Note down your answers, including your reasoning, and be ready to share. When identifying the groups you think may benefit, you should consider:

• What types of employment are likely to be positively or negatively affected by these changes • Where abouts – in Britain or around the world – these industries tend to be situated • What demographics tend to work in the affected industries • Examples of industries that have been affected by rapid change in the past, and the results for the people employed in them

SUMMING UP Feed back to the class, and consider the picture that is emerging. Are there any industries, or groups of people, that you think will benefit greatly from increasingly rapid automation? Are there any people who might be greatly disadvantaged? If so, what skills might they have which could be useful in other jobs or industries?

21 Lessons for the 21st Century 16 Teacher Resource Pack | KS5 Careers Education and Guidance Extension tasks

THE ACTIVITY Hold a mock job application and interview process:

• Choose a selection of real job advertisements in a range of sectors. • Ask students to draft a letter of application, which should demonstrate why they believe they are a suitable candidate. Letters should include the student’s transferable skills, and how they are applicable to the job in question. • Ask senior members of staff, governors or local community leaders to call each student for a 30-minute interview, and ask them to give feedback to each student, emphasising that demonstrating appropriate skills and knowledge of the job is as important as the qualifications they have. • Each student should then redraft their CV and letter of application, taking account of the feedback they have received.

21 Lessons for the 21st Century 17 Teacher Resource Pack | KS5 Careers Education and Guidance